Program Information
Aim
To provide with the ability to evaluate and interpret comprehensive theoretical and applied knowledge regarding the health management field.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor's Degree Diploma,Graduation Requirements
Students who have succesfully complete all of the courses,a seminar and a final project who have taken the 90 to 120 ECTS have a right to receive a diploma.Recognition of Prior Learning
4-year undergraduate graduates can apply. Students who study at another institution can apply for lateral transfer. If the student enrolls in a graduate program of another university, which courses will be counted from the minimum course load, the advisor and the relevant Department Committee suggestion and determined by the approval of the Institute Administrative Board.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| SAYY1169440 | HEALTH SYSTEMS ORGANIZATION | Turkish | 3 | 3 | 8 | |
| SAYY1141200 | HEALTH POLICY | Turkish | 3 | 3 | 8 | |
| SAYY1110438 | BIOSTATISTICS | Turkish | 3 | 3 | 8 | |
| SAYY1167260 | HEALTH LAW and BIOETHICS | Turkish | 3 | 3 | 8 | |
| SAYY1167270 | FINANCIAL MANAGEMENT in HEALTHCARE | Turkish | 3 | 3 | 8 | |
| SAYY1167280 | MODERN MARKETING in HEALTH SERVICES | Turkish | 3 | 3 | 8 | |
| SAYY1167290 | LOGISTICS MANAGEMENT | Turkish | 3 | 3 | 8 | |
| SAYY1167470 | GENERAL HEALTH INSURANCE and HEALTH INSURANCE | Turkish | 3 | 3 | 8 | |
| SAYY1167480 | CURRENT APPROACHES and ADVANCED READINGS in HEALTH INF. | Turkish | 3 | 3 | 8 | |
| SAYY1167490 | EVIDENCE BASED MANAGEMENT | Turkish | 3 | 3 | 8 | |
| SAYY1117520 | CURRENT PROBLEMS of MEDICAL LAW I | Turkish | 3 | 3 | 7 | |
| SAYY1174890 | THE RIGHT TO HEALTH I | Turkish | 3 | 3 | 8 | |
| SAYY1163620 | HEALTH TECHNOLOGY ASSESSMENT | Turkish | 3 | 3 | 8 | |
| SAYY1169710 | DATA MINING in HEALTHCARE SYSTEMS | Turkish | 3 | 3 | 8 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| SAYY1223910 | MANAGERIAL EPIDEMIOLOGY | Turkish | 3 | 3 | 8 | |
| SAYY1267310 | HEALTH ECONOMICS and GLOBAL ORIENTATION | Turkish | 3 | 3 | 8 | |
| SAYY1267320 | RISK MANAGEMENT in HEALTHCARE | Turkish | 3 | 3 | 8 | |
| SAYY1267330 | STRATEGIC HUMAN RESOURCES MANAGEMENT | Turkish | 3 | 3 | 8 | |
| SAYY1267340 | STRATEGIC MANAGEMENT at HEALTHCARE ORGANIZATIONS | Turkish | 3 | 3 | 8 | |
| SAYY1267350 | ECONOMIC EVALUATION TECHNIQUES | Turkish | 3 | 3 | 8 | |
| SAYY1267360 | QUALITY APP. and MANA. in HEALTH SERVICES | Turkish | 3 | 3 | 8 | |
| SAYY1267370 | NEW DIRECTIONS in HEALTH ENTERPRISES | Turkish | 3 | 3 | 8 | |
| SAYY1267380 | SUSTAINABILITY in the BUIL. SECTOR : GREEN HOSPITALS | Turkish | 3 | 3 | 8 | |
| SAYY1267390 | DISASTER MANAGEMENT in HEALTH | Turkish | 3 | 3 | 8 | |
| SAYY1267410 | PATIENT SAFETY | Turkish | 3 | 3 | 8 | |
| SAYY1267420 | MANAGEMENT SKILLS | Turkish | 3 | 3 | 8 | |
| SAYY1267430 | MANAGERIAL ACCOUNTING in HEALTHCARE ORGANIZATIONS | Turkish | 3 | 3 | 8 | |
| SAYY1267440 | FUNDAMENTALS of MANAGEMENT | Turkish | 3 | 3 | 8 | |
| SAYY1267460 | BEHAVIORAL SCIENCES and ORGANIZATIONAL BEHAVIOURS | Turkish | 3 | 3 | 8 | |
| SAYY1217590 | SPECIFIC MEDICAL INTERVENTIONS | Turkish | 3 | 3 | 7 | |
Program Qualification
Theoretical, Factual
1. Improves upon and deepens the knowledge she/he gained at the health management undergraduate program to the level of an expert in the field.
2. Comprehends and explains the interaction between health management and related disciplines.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1- Developing, deepening and reaching original definitions that will bring innovation to the field with original thought and/or research based on master's qualifications. | - |
| 2- Understanding the interdisciplinary interaction to which the field is related; reaches original results by using new and complex ideas, information that requires expertise in analysis, synthesis and evaluation. | - |
| 3- Having advanced knowledge about other technological tools including computers and devices specific to the field at the level required by the health field. | - |
| 4- Knows the importance of ethical principles and ethical committees for individuals and society. | - |
| SKILLS | |
| Cognitive, Practical | |
| 1- Having knowledgeable about statistical methods used continuously in studies conducted in the field of health. | - |
| 2- Evaluating, using and conveying new information in its field with a systematic approach. | - |
| 3- Developing a new thought, method, design and/or application that brings innovation to its field or applying a known thought, method, design and/or application to a different field, investigates, understands, designs, adapts and implements an original subject. | - |
| 4-Being able to write the report of the research he/she has done/participated in and publishes it in a nationally/internationally accepted refereed journal and presents it in scientific meetings. | - |
| 5- Conducting critical analysis, synthesis and evaluation of new and complex thoughts. | - |
| 6-Having high level skills in using research methods in studies related to his/her field. | - |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Performing the necessary examination by using other technological tools and devices specific to the field at the level required by the field of health, including computers, and develops new creative solutions to problems. | - |
| 2- Contributing to the progress in the field by independently carrying out an original study that brings innovation to the field, developing a new thought, method, design and/or application or applying a known thought, method, design and/or application to a different field. | - |
| 3- Performing statistical analysis at a level that can evaluate a scientific article. | - |
| 4- Expanding the boundaries of knowledge in the field by publishing at least one scientific article about the field in national and/or international refereed journals. | - |
| 5- Leading in environments that are related to the field and require resolution of interdisciplinary problems. | - |
| Learning Competence | |
| 1- Developing new thoughts and methods related to the field by using high-level mental processes such as creative and critical thinking, problem solving and decision making. | - |
| 2- Following evidence-based practices and conducts researches that will create evidence in his/her field about professional practices. | - |
| 3- Applying the principles of advanced professional development and lifelong learning related to the field of health in his/her studies. | - |
| Communication and Social Competence | |
| 1- Examining and developing social relations and the norms that guide these relationships from a critical perspective and manages actions to change them when necessary. | - |
| 2- Defending their original views in the discussion of the subjects in their field with experts and establishes an effective communication showing their competence in his/her field. | - |
| 3- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level. | - |
| Field-based Competence | |
| 1- Contributing to the process of becoming and maintaining the information society of the society in which it lives by introducing scientific, technological, social or cultural advances in its field. | - |
| 2- Establishing functional interaction by using strategic decision-making processes in solving the problems encountered in the field. | - |
| 3- Contributing to the solution of scientific, cultural, artistic and ethical problems encountered in the field of humanities and supports the development of these values. | - |
| 6-Having experience in working with other health disciplines. | - |
| 5- Choosing and implementing the right statistical methods in his/her studies in the field of health and interprets them correctly. Performing analysis and synthesis. | - |
| 6- Using current developments and information related to the field of health for the benefit of the society in line with the children, family, national values and country facts. | - |
| - | |
Employment Opportunities
Program graduates can mostly work in private or public health institutions.Upgrading
May apply to third cycle programmes.Type of Training
Full TimeAssessment and Evaluation
The success of a course is determined by the course grade. The course success grade is obtained by evaluating the student's success and the general exam during the semester during the midterm and homework assignments, projects, applied studies, group work and similar studies. To be successful in a course, the grade must be at least 65 (C) in the graduate program. The number, form, and rate of affecting the course achievement scores of a course within the semester are entered into the education information system and announced to the students at the beginning of the semester. The effect of the general examination on lesson success grade cannot be less than 30% and more than 70%.Head of Department/Program
Learning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
|---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Peer Teaching Technique | Students are aimed to evaluate the learning products of their peers from a student perspective. Peer assessment results are analyzed by the instructor. | Peer evaluation form (can use in checklist rubric, grading scale form) |
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Short Answer Exam | ||
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Quiz | It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades. | Worksheets, question bank, question pool, answer key |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Group Assessment Technique | In cases where the cooperative learning model is applied, the instructor evaluates the group. The evaluation result can be converted into a grade. | Group evaluation form (can be used in contor list rubric, grading scale form) |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| BEHAVIORAL SCIENCES and ORGANIZATIONAL BEHAVIOURS | 5 | 3 | 4 | 4 | 3 | 4 | 4 | 3 | 3 | 3 | 0 | 3 | 3 | 2 | 3 | 3 |
| CURRENT APPROACHES and ADVANCED READINGS in HEALTH INF. | 3 | 4 | 3 | 5 | 5 | 3 | 3 | 4 | 4 | 4 | 1 | 5 | 3 | 4 | 4 | 4 |
| CURRENT PROBLEMS of MEDICAL LAW I | 3 | 4 | 3 | 4 | 3 | 4 | 3 | 4 | 4 | 4 | 0 | 0 | 3 | 3 | 3 | 4 |
| DATA MINING in HEALTHCARE SYSTEMS | 4 | 4 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 1 | 5 | 4 | 4 | 5 | 5 |
| DISASTER MANAGEMENT in HEALTH | 3 | 4 | 3 | 4 | 2 | 4 | 3 | 4 | 4 | 3 | 0 | 0 | 3 | 3 | 3 | 4 |
| ECONOMIC EVALUATION TECHNIQUES | 3 | 4 | 3 | 4 | 3 | 3 | 3 | 4 | 4 | 3 | 1 | 2 | 3 | 3 | 3 | 4 |
| EVIDENCE BASED MANAGEMENT | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 4 | 5 | 4 | 1 | 2 | 4 | 3 | 3 | 4 |
| FINANCIAL MANAGEMENT in HEALTHCARE | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 1 | 3 | 3 | 3 | 4 | 4 |
| FUNDAMENTALS of MANAGEMENT | 4 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 4 | 1 | 0 | 4 | 4 | 4 | 4 |
| GENERAL HEALTH INSURANCE and HEALTH INSURANCE | 3 | 4 | 3 | 5 | 3 | 4 | 3 | 3 | 4 | 4 | 1 | 1 | 3 | 4 | 3 | 5 |
| HEALTH ECONOMICS and GLOBAL ORIENTATION | 5 | 4 | 4 | 4 | 5 | 4 | 3 | 4 | 4 | 3 | 1 | 3 | 4 | 5 | 4 | 3 |
| HEALTH LAW and BIOETHICS | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 0 | 0 | 4 | 4 | 4 | 4 |
| HEALTH POLICY | 3 | 3 | 4 | 4 | 5 | 3 | 5 | 5 | 4 | 3 | 3 | 3 | 4 | 5 | 4 | 4 |
| HEALTH SYSTEMS ORGANIZATION | 4 | 5 | 3 | 5 | 4 | 3 | 4 | 4 | 5 | 5 | 0 | 1 | 5 | 5 | 4 | 4 |
| HEALTH TECHNOLOGY ASSESSMENT | 4 | 4 | 4 | 4 | 5 | 3 | 4 | 5 | 5 | 4 | 1 | 5 | 3 | 3 | 4 | 5 |
| LOGISTICS MANAGEMENT | 3 | 4 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 4 | 0 | 2 | 4 | 3 | 3 | 4 |
| MANAGEMENT SKILLS | 4 | 4 | 4 | 4 | 5 | 5 | 5 | 5 | 4 | 4 | 2 | 0 | 0 | 3 | 4 | 4 |
| MANAGERIAL ACCOUNTING in HEALTHCARE ORGANIZATIONS | 4 | 3 | 3 | 3 | 2 | 4 | 4 | 2 | 3 | 3 | 0 | 3 | 3 | 2 | 2 | 4 |
| MANAGERIAL EPIDEMIOLOGY | 5 | 4 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 3 | 1 | 3 | 5 | 5 | 5 | 5 |
| MODERN MARKETING in HEALTH SERVICES | 3 | 4 | 4 | 3 | 4 | 3 | 4 | 4 | 4 | 5 | 0 | 1 | 5 | 3 | 4 | 4 |
| NEW DIRECTIONS in HEALTH ENTERPRISES | 4 | 4 | 4 | 5 | 4 | 4 | 4 | 5 | 5 | 4 | 1 | 1 | 4 | 3 | 3 | 4 |
| PATIENT SAFETY | 4 | 4 | 3 | 4 | 3 | 1 | 3 | 4 | 1 | 3 | 3 | 2 | 3 | 0 | 3 | 4 |
| QUALITY APP. and MANA. in HEALTH SERVICES | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 5 | 5 | 5 | 1 | 3 | 4 | 4 | 4 | 5 |
| RISK MANAGEMENT in HEALTHCARE | 4 | 4 | 4 | 4 | 3 | 3 | 3 | 4 | 4 | 4 | 0 | 2 | 3 | 3 | 4 | 4 |
| SPECIFIC MEDICAL INTERVENTIONS | 2 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 0 | 0 | 3 | 2 | 3 | 3 |
| STRATEGIC HUMAN RESOURCES MANAGEMENT | 4 | 4 | 5 | 4 | 4 | 5 | 5 | 5 | 5 | 5 | 0 | 2 | 4 | 3 | 3 | 4 |
| STRATEGIC MANAGEMENT at HEALTHCARE ORGANIZATIONS | 5 | 4 | 4 | 5 | 5 | 4 | 5 | 5 | 4 | 5 | 0 | 3 | 5 | 3 | 4 | 5 |
| SUSTAINABILITY in the BUIL. SECTOR : GREEN HOSPITALS | 4 | 2 | 4 | 4 | 4 | 3 | 4 | 3 | 3 | 4 | 1 | 3 | 3 | 4 | 3 | 4 |
| THE RIGHT TO HEALTH I | 1 | 2 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 1 | 2 | 1 | 2 |
| İlişkili Ders Sayısı / 29/31 | 106 | 110 | 103 | 118 | 110 | 103 | 110 | 118 | 114 | 109 | 21 | 58 | 100 | 95 | 101 | 117 |
Surveys for Students
| Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | Don't Know/No Idea | Choose | |
|---|---|---|---|---|---|---|---|
| The lecturer explains the course's aim and extent and what is expected of the student clearly. | |||||||
| Chooses the course sources in accordance with the courses and announces them. | |||||||
| Guides/helps the students in accessing the resources they recommended for the course. | |||||||
| The lecturer's instruction method (course presentation) is clear, fluent and understandable. | |||||||
| Uses the instructional technologies (effectively.) | |||||||
| Offers multidirectional communication and interactional implementations in the classroom. | |||||||
| Has knowledge in the matter of traditional teaching strategic management and techniques. | |||||||
| Uses the teaching methods s/he covers in the course within their implementations. | |||||||
| Makes time for the student outside of course hours regarding the course | |||||||
| Comes to the class regularly and uses time effectively. | |||||||
| The lecturer is successful in establishing classroom dominance during the course. | |||||||
| Informs the students on current issues. | |||||||
| Sets an example with their open attitude and behaviour to students' opinions. | |||||||
| Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent. | |||||||
| Helps me when I want to ask questions about my exam paper. | |||||||
| Lab/field/application studies are compatible with the aim and the extent of the course. | |||||||
| Develops the creative thinking process and skills of the learning and teaching process of the course. | |||||||
| The course is supported by the current issues and guests. | |||||||
| Things you would like to convey apart from the questions above; |